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Keeping it real – enriching T Level teaching with Industry Insights

Industry Insights provides a range of opportunities, including placements, workshops and virtual group placement sessions to develop skills, build industry knowledge and engage with employers. The programme is supported by industry professionals working for leading organisations such as Amazon, McLaren Racing, Microsoft, NHS, PWC, and the ZSL. Colleges can also link with local employers to arrange workplace and site visits and work shadowing for their staff.

T Level teachers will:

Stay up-to-date with the latest trends and current industry practices.
Enrich the curriculum and their teaching with ‘real life’ knowledge and skills.
Invest in their continuous professional development (CPD).

FE and Skills providers will:

Develop mutually beneficial relationships with employers.
Improve learner outcomes and employability.
Demonstrates a commitment to staff CPD, proven to boost Ofsted ratings.
Receive funding to facilitate participation in the programme.

“My onsite visit to a Morgan Sindall project gave me a real insight into modern building techniques using ECO Modular Buildings and demonstrates the importance of industry involvement in training of T Level learners. This kind of collaboration ensures relevant and up-to-date skills are shared, and learners are prepared for the world of work. I would actively encourage other companies to find out how they can get involved and realise the benefits to their future workforce”
Simon Parker, Specialist Skills Instructor & T Level Development Lead at South Essex College

Real life experience through industry placements

ETF has put together a calendar of one-day group site visits and half-day virtual sessions with expert professionals. These events are designed to help teachers broaden and deepen their understanding of how T Level subjects are applied in industry. They cover a wide range of topics, for example: current and future trends, new and emerging technologies, and existing practices in the day-to-day life of industry professionals, as well as career pathways and progression opportunities for T Level learners. Recent events have included a day shadowing staff at The Royal Opera House for Creative and Design T Level teachers and forthcoming events include an exclusive site visit to Scolmore International in Tamworth for Construction and Engineering & Manufacturing T Level teachers.

FE and Skills providers can apply for funding to facilitate their participation in the programme. There is up to £400 available per participant for a full day event, and £200 for a half day event, to help with costs for admin, logistics and cover. If participants prefer to arrange their own individual site visits with a local employer, for example, the same funding for associated costs is available.

‘Just three weeks after attending ETF’s well-organised group industry placement session, we’re seeing a significant impact. The experience has inspired further professional development, helping us feel more confident and prepared for the delivery of our T Level provision.’
Karena Morrison, Teaching & Learning Manager, Brighton Met

Stay up to date with live events and workshops

A day away from school or college isn’t always a convenient option, so teachers can get a focussed ‘quick fix’ by joining one of ETF’s Industry Workshops. These 60 – 90-minute sector specific updates help build industry knowledge and provide the latest info on current and emerging technologies and practice. There is usually a Q&A session as well.

Teachers can access recordings of all Industry Insights Workshops on-demand on the ETF learning platform.

ETF is always adding new sessions to the workshop calendar , so teachers are advised to check regularly.

Here are some of things that participants say they value about the sessions:

“Clear concise explanations.”

“Learning up to date industry knowledge.”

“Information about the recruitment processes and qualification levels was very useful.”

“Personal experiences / real life examples.”

“The best part was the collaborating sessions with other T-Level Teachers, where we shared our different experiences and challenges.”

“The opportunity to listen to multiple speakers online without needing to travel to a conference.”

“Just superb – incredibly knowledgeable speakers and the content was relevant – thank you.”

Take your pick of practical tips and learning

The ETF learning platform has a growing number of Industry Insights and employer partnerships online courses available. T Level teachers can boost their CPD and enhance their industry-specific knowledge and skills, when they want and at their own pace.

You can find out more about the innovative Industry Insights programme on the ETF website. Colleges and teachers will need to open an ETF account to access events and to apply for funding.

Practical help for everyone involved in planning and delivering T Levels

The Industry Insights programme is just one element of ETF’s T Level Professional Development (TLPD) offer, which was commissioned by the Department for Education. It was developed in collaboration with expert learning providers and employers in order to support FE and Skills providers offering T Level qualifications and is shaped around the needs of the workforce alongside relevant regional, employer and curriculum requirements.

The six elements of ETF’s TDLP offer are a rich mix of live online and face-to-face workshops, in-house delivery, e-learning resources, mentoring, networking, and industry collaboration. At the core is a range of subject specific training which provides practical help to everyone involved in the planning and delivery of T Levels. All T Level Professional Development is offered at no charge to ESFA funded FE and Skills providers. Find out more.

The Education and Training Foundation (ETF) is the workforce development body for the Further Education and Training sector. We provide educators with a pathway of professional development throughout their careers, champion inclusion and enable sector change for a thriving FE and skills sector.

Ofsted to trial inspection proposals with 240 ‘visits’

Ofsted has revealed how it will test its proposed new approach to inspection in the coming weeks, with trial visits to around 240 schools, FE providers and early years settings.

The watchdog is currently consulting on plans to overhaul its inspection process. It plans to introduce controversial new “reports cards“, through which inspectors would judge colleges across up to 20 areas using a five-point grading system.

Ofsted piloted the proposed new framework at six education providers before it launched its public consultation on February 3, and had said it planned to trial it further once the consultation was underway.

The inspectorate said its visits would “provide an early opportunity for our inspectors to become familiar with the main features of the new approach.

“Of course, they will do this without pre-judging further changes, which may follow the consultation.”

Which settings will get a visit?

On Wednesday, the watchdog revealed it will now visit around 240 providers across the country to test its plan more widely.

It says the visits will test “how the new approach and toolkits feel, both for the providers and the inspectors”.

The trial visits will take place at childminders, nurseries, pre-schools, primary schools, secondary schools, special schools, independent schools, further education providers and ITE providers.

It is not known how many of each of those settings will be visited, nor how they will be selected.

All of the visits are voluntary, meaning providers approached to take part can decline.

The visits are not official inspections and will not result in official, graded assessments.

However, it is not known whether Ofsted will draw up unofficial report cards that will remain unpublished.

What form will the visits take?

The test visits will take three different forms.

Around half will be “thematic” or “paired thematic” visits – both limited to assessing specific areas of Ofsted’s proposals.

Thematic visits will test the “feasibility and validity” of specific aspects of the proposed methodology, and inspection toolkits.

Meanwhile paired thematic visits will be carried out by more than one inspector, and will test the consistency of assessments.

Reliability has long been a concern regarding Ofsted inspections, and leaders have expressed fears the proposed new framework will make judgments less reliable.

Paired thematic visits “will test whether inspectors follow the same process, and have shared views on the strengths and areas for improvement”, for the body that is being inspected.

The other half of the 240 inspections will be full, “end-to-end” visits. These will comprise a full inspection, to test the entire inspection methodology and toolkits.

Visits to test ‘validity’ of new inspection toolkits

A key facet of Ofsted’s proposed changes is the introduction of inspection “toolkits”, which would be available to providers.

These rubrics describe the quality inspectors “expect to see at each point on the scale” from ‘exemplary’ to ‘causing concern’, for each judgment area.

Ofsted said the trial visits would look at “feasibility” and “validity” of the toolkits, or how well they help inspectors gather evidence, and whether they enable inspectors to collect evidence on “the most important aspects of education”.

They will also look at “scalability” – how well the toolkits work together, whether they cover the rights areas and how to “avoid unnecessary of unhelpful repetition”.

How will feedback affect Ofsted reforms?

Sector leaders have stressed Ofsted must be open about its pilot process and the way it uses feedback to change its proposals if needed.

The watchdog said it will gather and consider all feedback from these test visits – from both inspectors and providers – and “reflect on the process and the effect of the new toolkits”.

“This will allow us to make any necessary changes before introducing our new approach later this year.”

Ofsted’s 12-week consultation is due to end on April 28.

Ofsted will publish a report on the outcome of the consultation in the summer. The final agreed reforms will then be piloted again across all types of setting, before being formally implemented from November 2025.

Pilots ‘have so far been positive’

Before launching its consultation early this month, Ofsted trialled its proposals at six settings.

Lee Owston, the watchdog’s national director for education, recently claimed the “overwhelming” response to these mock inspections had been “very, very positive”.

“The purpose of those trials was to get reaction in terms of what it is … that we’re proposing, and of course, we have made adjustments and tweaks,” he said.

As Ofsted’s official public consultation is underway, former senior HMIs have launched their own consultation on the new inspection plans, fearing the watchdog is asking leaders to “take it or leave it”.

Frank Norris and Colin Richards – who were behind last year’s “alternative big listen” – have created the “alternative big consultation” (ABC) to independently gather opinions on the plans.

OCR pauses geography GCSE changes amid ‘unanswered questions’ about future of exams

The exam board OCR has paused its planned changes to a geography GCSE paper amid “unanswered questions” about the future of qualifications during the government’s curriculum review.

A new GCSE geography paper B specification was due to be first taught from September and assessed in 2027.

GCSEGeographyBJ386Thumbnail200x283px | Schools Week

But in an update to schools today, the exam board told leaders to “continue to teach our current GCSE geography B specification (J384) for the remainder of this academic year and from September 2025”.

OCR said it was “always mindful of your workload and want to make sure you have everything you need to prepare for the delivery of any new qualification”.

It said its decision was the result of “feedback and two other key factors” – one of which was the government’s curriculum and assessment review, which will not issue its final report until the autumn.

“With many unanswered questions about the future of GCSEs, we believe it’s wise to wait for the Department for Education’s review outcomes later this year before making significant changes.”

Improvements to current paper planned

The other factor was the “development process and timelines”.

“We aim to develop the best possible qualifications for you and your students, and provide you with clarity and sufficient planning time for any changes we may make.

“We’re currently unsure how much longer the development process will take and, as the summer term approaches, want to offer you more certainty for next year.”

OCR added that it had received “lots of feedback” about the proposed new paper, for which it was “extremely grateful”.

It wants to use the feedback to make “some smaller improvements to our current specification (J384)”.

Options being explored include offering enhanced support with new and updated resources, “improved accessibility” and “factual content updates to the specification”.

“We’ll notify you in advance of any changes we’ll be making. However, our aim will be to enhance the experience of our qualification for you and your students.”

The exam board also apologised “for any inconvenience this news may cause.

“Please don’t hesitate to get in touch if you have any queries or concerns – we’d be happy to help.”

Claiming EMA harmed earnings, says IFS report

A government scheme that paid disadvantaged teenagers to stay in education could have harmed their employment and earnings potential, according to the Institute for Fiscal Studies (IFS).

In a new study – the first to track longer-term education, earnings and employment outcomes of Education Maintenance Allowance (EMA) recipients – researchers found that while claimants were more likely to have stayed in full-time education post-16, they were also more likely to claim out-of-work benefits later.

Limited education outcomes

EMA was introduced by the last Labour government in 2004. It handed out 16- to- 19-year-olds from poorer backgrounds weekly cash payments of up to £30 if they attended school or college. The idea was it would incentivise continuing full time study post-16 and help towards course-related costs such as transport.

But it was expensive, costing nearly £900 million a year in today’s prices. The coalition government abolished the scheme in England in 2011, replacing it with a much lower-cost college-run bursary fund.

EMA is still available to young people in Scotland, Wales and Northern Ireland. Labour did pledge to bring it back in its 2017 and 2019 manifestos, but it did not appear in its 2024 election commitments.

Previous evaluations of EMA overstated its positive impact attainment, according to IFS’ new study, funded by the Nuffield Foundation.

Full-time education participation of 16-year-olds increased by 2.5 per cent because of EMA, half the previous estimate of 5 per cent.

However, IFS said that increase in participation did not lead to better qualification results for A-level or level 2 and 3 vocational students.

“Despite high uptake and attendance-based payments, EMA had no measurable impact on A-level results or vocational qualification attainment,” the report said.

EMA’s impact on specific groups of students was greater.

For SEND learners, the payments increased full-time education participation by 4 percentage points.

And for students with fewer than five A*-G grade GCSEs, EMA also increased participation by 4 percentage points.

Lower earnings down the line

Counterintuitively, researchers found receiving EMA reduced earnings by around 1 per cent each year when recipients were in their 20s.

This could be because EMA recipients were “discouraged” from part time work while at college, therefore reducing their work experience. Similarly, IFS suggested EMA could have incentivised students who would have done work-based training to study at college instead, with the former more likely to give them a better chance at higher earnings in their 20s.

“Our analysis suggests that students reduced their part-time work in response to receiving the EMA, and this appears to have harmed rather than helped their long-run labour market prospects.”

Nick Ridpath, research economist at the IFS, said: “The EMA, which cost billions through the 2000s, did not have the hoped-for positive effects on educational outcomes and later employment. Indeed, it looks like it may have had negative consequences by discouraging disadvantaged young people from getting work experience.

“The Scottish, Welsh and Northern Irish governments, which still fund this scheme, might want to take note.”

But EMA may have cut crime

While not an explicit objective of EMA, the IFS report suggests it may have contributed to a small reduction in crime.

IFS estimated EMA reduced the probability of convictions between the ages of 19 and 29 by 4 per cent.

The report said: “The EMA appears to have had a persistent negative impact on criminal behaviour that extended into later life.

“This is most likely due to its initial impact on criminal convictions at ages 16-18, as students diverted from criminal activity at younger ages become less likely to commit crimes at older ages.”

Martin Sim retires from college interim leadership roles

College turnaround specialist Martin Sim is set to retire from his job as interim principal of Bath College due to health concerns.

He will be replaced Jacqui Ford, who worked at Weston College for almost three decades, on March 3.

Sim took on the interim role at Bath College in April 2024 amid quality issues raised by Ofsted and financial concerns.

The college said Sim has “fulfilled” that role, in a statement today.

Sim, who initially retired 10 years ago but has since taken on multiple jobs as interim leader of troubled colleges, said he has decided to step back from full time work.

He will, however, continue in his role as an adviser to the FE Commissioner.

Sim said: “It has been a pleasure to collaborate with colleagues at Bath College, and we have ensured the college’s future. I would like to recognise the hard work and professionalism of the staff who have strived to keep everything progressing.”

Sim has spent over 40 years working in the FE sector. He oversaw the merger of Pendleton, Eccles and Salford Colleges to form Salford City College, becoming principal in 2010.

Since he retired in 2015 he has been parachuted in to West Nottinghamshire College, Barnfield College, Gateway College, Nottingham College and City College Southampton.

He served as a deputy FE Commissioner from 2019 to December 2023 and was made a CBE in the King’s birthday honours 2024.

Bath College’s governors said Jacqui Ford has agreed to join as interim principal while recruitment for the permanent post concludes in March.

Ford has held several leadership positions at Weston College since 1995, most recently as interim chief executive.

A spokesperson for Bath College said: “Jacqui is an accomplished senior leader with over 25 years of experience in the further education sector. She brings extensive senior leadership expertise, including roles as deputy principal, interim principal, and chief executive, specialising in strategic leadership, governance, and organisational transformation.

“She is passionate about education and creating opportunities for all and will bring valuable insight to Bath College’s continued improvement.”

Leicester principal Verity Hancock to depart amid cancer treatment

Leicester College principal Verity Hancock has announced she will not return to the role due to her ongoing cancer treatment.

The 58-year-old has been on sick leave for the past five months and said she is due to undergo major surgery this month followed by more chemotherapy.

In a message to staff yesterday, shared with FE Week by Hancock, the principal said: “This is another difficult message to write but I don’t think it will be a surprise to many. The governors and I have taken the view that I won’t be able to return to my role at Leicester College.

“There are two main reasons for this decision. The first is practical and logistical. This treatment is lengthy. Even if I were to recover sufficiently to return, it would still be many months away, with no guarantee that a return would be possible in any case. The college needs a permanent leader to take it forward into the next strategic plan and beyond. You all need stability and certainty, as do those currently running the college.

“The second reason is more personal. Even if I was able to return, I know that I would not be able to do the job as well as I would like. Having undertaken the role for nearly 12 years, I know that nothing less than 100 per cent will do.”

Hancock became principal of Leicester College in January 2013. Prior to the role she was executive director of capacity and infrastructure at the then-Skills Funding Agency where she developed the National Careers Advice Service.

She has been involved in education since gaining a law degree from Oxford in 1988, holding positions with the City and Guilds London Institute, Training and Enterprise Councils and the Learning and Skills Council, including national director of funding, planning and performance for the latter.

Hancock has also been a board member of the Office for Students, a director of the Leicester and Leicestershire Enterprise Partnership (LLEP), a trustee of the National Space Centre and of the Skills and Education Group. She also chaired the Student Loans Company’s advanced learning loans stakeholder group.

Shabir Ismail, who has worked at Leicester College since 2010, has been acting principal since Hancock’s departure.

The college, which is judged as ‘good’ by Ofsted and teaches around 8,000 learners, said it will be starting to plan for a permanent successor shortly.

Hancock told staff: “It’s a critical, full-on job with enormous commitment, time and energy required. It would not be fair on you, or the students, to assume that I would recover that energy, even if all the treatment is successful.

“The college needs someone who can bring all that to the role, and my priority for the foreseeable future must be to focus on my health so that I can be around for my family as long as possible.

“It has been the honour and privilege of my life to be your principal, and I hope I will be able to say a lot more about that when I say a proper goodbye at the end of the year. I will miss the college enormously but this is the right decision for me, and for the college.”

Danielle Gillett, chair of Leicester College, said: “Verity has been principal for 12 years and during that time has made a huge contribution to the college, positioning it firmly as the college of choice for young people and adults wishing to pursue technical and vocational education and training, and as a key local partner for many companies and organisations.

“The board and staff of the college are very sorry to see Verity go. We will miss her greatly and we wish her all the very best for the future.”

Ex-inspectors launch ‘alternative big consultation’ on Ofsted report cards

Former senior Ofsted inspectors behind the “alternative big listen” last year have launched their own consultation on new inspection plans, fearing the watchdog is asking leaders to “take it or leave it”.

Frank Norris and Colin Richards have created the “alternative big consultation” (ABC) to independently gather opinions on plans for new report cards.

The survey, which launches today and closes on April 4, will run alongside Ofsted’s own official 12-week consultation, which closes on April 28.

It comes a year after the alternative big listen, which ran alongside Ofsted’s own “big listen”.

Ofsted is proposing a new inspection framework with a new report card model.

It would operate a five-point grading system for FE colleges and providers across potentially 20 areas.

Ofsted’s single-phrase headline grades were abolished last year for schools as part of measures introduced following the suicide of headteacher Ruth Perry.

The watchdog’s plans have prompted concern in the sector. Leaders have questioned how inspectors will judge a greater number of areas without the length of inspections increasing.

There are also fears the scorecard system will make judgments less reliable.

Leaders asked if proposals are ‘fit for purpose’

The alternative big consultation comprises the same questions as the government’s own consultation on the plans, but also asks respondents if they believe the proposals are “fit for purpose”.

“We are disappointed that Ofsted has presented a model of inspection very similar to the previous one and with such a tight deadline that it feels like it’s a matter of ‘take it or leave it’,” said Richards.

ColinRichards | Schools Week — Colin Richards

The watchdog’s 12-week consultation ends on April 28. The watchdog then has about six months to implement its new framework in November, and the lead-in time must include a pilot of the finalised framework.

Asked recently if Ofsted would push back its timeframe should the proposals require change, chief inspector Sir Martyn Oliver said he would “respond to what the consultation tells us” and “will not do anything as a fait accompli”.

Richards said the ABC “will also allow respondents to suggest different features of a responsive inspection system, which we will share in the report of our results”.

“Ofsted has stated it is willing to be flexible in response to comments made about its proposals,” he said.

“But it is largely pursuing a similar approach to what has gone before. Although we believe that Ofsted’s proposals do not go far enough, we accept that a final decision needs to be made by Ofsted or any successor inspection agency.”

Norris said they hoped Ofsted will collaborate with and listen to the sector as it consults on its reforms.

Balance of power ‘too heavily with Ofsted’

He said he hoped this would “redress the balance of power/control which currently rests far too heavily with Ofsted”.

“We want to show that it is possible to create a system better fit for purpose,” he said.

“However, this will take some time and we will need the help of those who inspect and those who are inspected. We will continue our pursuit of a fairer, more trustworthy and respected inspection process.”

Norris encouraged people to engage with the alternative big consultation, and also with the Ofsted consultation.

Last spring, the alternative big listen received thoughts from 1,368 respondents. It revealed widespread dissatisfaction with the watchdog, with nine in 10 deeming it “not fit for purpose”.

The official big listen meanwhile received more than 16,000 responses, making it the largest consultation in Ofsted’s history.

Richards said the ABL was launched “because we were not confident Ofsted would report without fear or favour and would most likely try to obfuscate and show themselves off in the best possible light”.

The online survey, which mirrors Ofsted’s consultation, can be found here.

It closes on April 4, and organisers say results will be published shortly afterwards.

Arts college awarded third ‘outstanding’

An art and design college that helps a high proportion of students progress to prestigious London stage schools has been awarded its third consecutive ‘outstanding’ grade from Ofsted.

Following its top results in 2022 and 2009, Middlesborough-based The Northern School of Art was bestowed with grade one marks almost across the board, according to its latest inspection report, published today.

Inspectors found during their January 14 to 17 visit that the college’s 600-odd learners work “extremely hard” and demonstrate high levels of maturity when working together.

The watchdog highlighted the college’s “strong” contribution to skills needs. Stakeholders told inspectors they “welcomed” the college adapting new courses to “maintain currency with developments in the creative industries sector”.

Inspectors found the college highlights the diverse job opportunities available in the creative sector. As a result, “a high proportion of learners progress to prestigious stage schools in London”, the report said.

The college, which has two campuses in Middlesborough and Hartlepool, offers vocational qualifications, A-levels and access to higher education courses in art and design. At the time of inspection, there were 639 learners, the majority of which are on level 3 programmes, and an additional small cohort of adult and high needs learners.

The college was awarded grade one in all areas except its high needs provision, which was rated ‘good’.

Martin Raby, principal of The Northern School of Art, told FE Week: “The whole school community is delighted that we have become part of a very small and select group of further education colleges which have achieved three successive Ofsted outstanding ratings, going back to our 2009 inspection.

“I could not have wished for a better report. I am lucky to lead a friendly, dedicated and professional team, and to be able to rely on academic colleagues described by Ofsted as highly experienced lecturers who have subject expertise and industry experience.”

Inspectors made glowing remarks about students’ “exceptional” attitude to learning.

“Learners work extremely hard and participate fully in lessons, developing their artistic and creative talents,” Ofsted’s report said.

When working with each other, inspectors beamed at learners’ “sincere willingness” to learn and maturity when communicating with their peers.

On the level 3 diploma in acting for stage and screen course, students learn how to critique each other’s work constructively, objectively and supportively.

Meanwhile, teachers were found to be “highly experienced” with subject expertise and industry experience.

Lecturers have “a range of very successful teaching strategies” to help learners obtain the basic skills to build onto to more complex topics further on in their course.

The report said: “In the first year of the level 3 acting for stage and screen course, lecturers demonstrate principles of acting, and learners cover voice, physicality and characterisation. In the second year, learners move on to studying classical theatre and also focus on audition preparation and digital portfolios.”

In the college’s most popular course, the level 3 diploma in illustration and animation, the watchdog praised teachers for giving learners feedback that “guides them well” to future work.

Learners are “well prepared” for their next steps. Learners retaking GCSE maths also achieve well.

The college was found to have improved achievement rates since their last inspection in 2022.

Meanwhile, governors were praised for holding leaders to account effectively. Governors receive “comprehensive” board papers and also hear first-hand from staff and learners about challenges facing the school.

Raby said: “The inspection recognised that the school ensures that its curriculum aligns closely with the region’s specific arts and creative industries priorities, and that we provide an exceptionally current and relevant curriculum enabling learners to develop specialist knowledge and skills in creative arts, together with access to highly specialised equipment and resources that enhance their studies.

“Perhaps most gratifying was Ofsted’s recognition of the ethos of the school, noting that learners regard the school as a big family where they collaborate well with staff and peers, and that staff create a highly effective, calm, purposeful and welcoming learning environment where learners feel part of a supportive and creative community, also being valued, respected and comfortable expressing themselves.”

How to write for FE Week

Getting published in FE Week is your chance to share insights, spark debate and influence thinking in the further education and skills sector.

If you have strong opinions on policy, a new idea to share or a fresh perspective on the big issues in education, training or apprenticeships, we want to hear what you have to say.

You don’t have to be a CEO or senior leader to write for FE Week. In fact, our Staffroom column is reserved exclusively for teaching and non-teaching professionals on the front line. We’d love to hear from students and apprentices too.

This guide will walk you through the essentials to getting your voice heard across the sector.

Find your crowd, make your pitch

Our readers span all the different types of provision, providers and occupations across further (and some higher) education, so if you think your idea may be too niche, it probably isn’t.

We welcome pitches on funding, curriculum, teaching and learning, assessment, student support and everything in between. All we ask is that what you want to write is about, or concerns, learners, staff, leaders and/or providers in the sector.

When you pitch your idea, search our website to see what’s already been written on that theme to make sure your angle brings something new to the table. That will also give you a feel for how to write your piece.

Your pitch can be a brief outline or a first draft.

We love reaction pieces too, so approach us with your insight and expertise as soon as you can following significant news affecting the sector.

Contact details for our commissioning editor are at the end of this guide.

Promoting diverse voices

FE Week is committed to being a platform for everyone in the sector. Staff and students come from all backgrounds, and we want to showcase that diversity on our pages.

If you’re a group or organisation, when deciding who should write a piece, please consider authors from underrepresented groups.

Writing essentials

We know our sector is littered with jargon, but do your best to avoid.

Your article should read as though you’re having a lively and insightful discussion with friends over dinner. We’re not an academic journal. This ensures a good read and that your points and arguments are accessible.

Your word count will be 600-650 words. If you do go slightly over, we will edit it down and run the new version by you before publishing. Give your piece a re-read just before you send it to us to make sure you’re not using your precious wordcount repeating, restating or reiterating.

To make our Friday editions, your deadline is Monday. That will give us plenty of time to work together on edits. Don’t be alarmed or offended if we send you a list of edits to consider.

Try starting your article with a line that grabs the reader’s attention and sets the scene for the rest of the piece.

If you’re writing about a topic we’ve covered, you can include a link to a news story or another opinion piece. You can also add a couple of external links if you, for example, reference some research.

You’ll also need to send us a recent and unfiltered headshot, along with your name, job title, organisation and any social media handles we can use to promote your piece once it’s published.

By all means, use an AI chatbot to rephrase a sentence or two if you’re stuck. Don’t use it for whole chunks of copy though. The essence of a good op-ed lies in its authenticity.

Style guide

For consistency, we lower case most things. Use lowercase letters for curriculum subjects (eg level 3 engineering diploma), the names of policy reforms (eg apprenticeship levy) and job titles.

Organisations, acronyms and certain qualifications (eg Ofsted, BTEC, T Level) can be upper case.

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